Job Satisfaction And Organizational Commitment Of Teacher Educators The Case Of Arbaminch College Of Teacher Education (amcte)

The general objective of this study was to assess the job satisfaction and organizationalrncommitment of the academic staff in Arbaminch College of Teacher Education. A mixedrnapproach (QUAN→qual), sequential explanatory design was employed. All teachersrnfound in the college in the year 2012/2013 were subjects of the study. From the total ofrn90 teachers, 79 of them successfully completed the questionnaire. Teachers jobrnsatisfaction in the selected nine facets of job and organizational commitment data wererncollected through questionnaire and interview. Descriptive statistics, correlations (zerornorder and partial), and multiple regressions were employed in the analysis of the data.rnThe results of the study revealed that a) the majority of teacher educators in AMCTErnexperience a very low over all job satisfaction. More specifically, teachers in the collegernwere moderately satisfied with the work itself and co-worker relations. They were veryrnslightly satisfied with supervision and autonomy while they were dissatisfied with pay andrnworkload followed by physical environment & facilities. Also, teachers in the collegernwere not satisfied with recognition and promotional opportunities. b) Teachers’ overallrncommitment towards AMCTE was very low. They had a slight, but relatively betterrnaffective commitment compared to other components of organizational commitment.rnMajority of the teachers were not normatively committed to the college, they feel a veryrnlow obligation to remain in the college. Also, teachers in the college underestimated thernassociated costs of leaving the college. c) The correlation analysis also revealed arnsignificant relationship between satisfaction with the selected facets (recognition, pay,rnco-worker relation, work itself, autonomy, physical environment and facilities, work load,rnsupervision, and promotion/growth) and overall job satisfaction of teachers. e) Onlyrntenure had a significant negative relationship with job satisfaction of teachers inrnAMCTE. Tenure and educational level also negatively and significantly correlated withrnaffective commitment. d) Overall job satisfaction significantly explained the variancernonly in affective commitment of teachers in a positive direction. Therefore, it isrnrecommended that the college administrators should provide different intrinsic andrnextrinsic rewards in order to raise teachers’ satisfaction and organizational commitment;rnsuch as creating an environment which allow teachers to make additional financialrnbenefits by doing extra hours, and appropriate compensations for teachers’ extrarnworkload. It is also recommended that providing an appropriate level of autonomy andrnrecognition, smooth supervision, and good prospects of promotion opportunities mightrnraise teachers satisfaction and commitment; especially for senior and better educatedrnstaffs. Finally, further studies on job satisfaction and organizational commitment arernrecommended

Get Full Work

Report copyright infringement or plagiarism